Involvement, Engagement, and Community: Dimensions and Correlates of Parental Participation in a Majority-Minority Urban School District

被引：7
|
作者：
Brown, John C. [1 ]
Graves, Erin M. [3 ]
Burke, Mary A. [2 ]
机构：
[1] Clark Univ, Econ, Worcester, MA 01610 USA
[2] Clark Univ, Worcester, MA 01610 USA
[3] Fed Reserve Bank Boston, Reg & Community Outreach Dept, Boston, MA 02210 USA
来源：
URBAN EDUCATION | 2022年 / 57卷 / 05期
关键词：
parental involvement; parental education; sense of community; social capital; Hispanic education; Latino education; elementary school; programs; social; Hispanic students; urban education; ACADEMIC-ACHIEVEMENT; LATINO; FAMILY; PARTNERSHIPS; PERCEPTIONS; MOTIVATIONS; KNOWLEDGE; EDUCATION; NETWORKS; BELIEFS;
D O I：
10.1177/0042085920902245
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study examines parental participation in children's schooling. Using a survey of parents of children attending a majority Hispanic school district, we employ exploratory factor analysis and determine that standard forms of participation align along two dimensions: Involvement and Engagement. Analysis reveals a third dimension: Parental Community. The data suggest that income but not educational attainment influence Involvement, whereas family circumstances correlate best with Engagement. Households with the closest proximity to a Spanish-language/immigrant culture feel the strongest sense of Parental Community. The findings may inform the design of programming to help involve parents more fully in their children's schooling.
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页码：899 / 934
页数：36
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